Prof. Stern’s Queering Education class (EDUC/LGBT 241) went on a Beyond Colgate funded trip for two days to New York to visit people from The Lesbian, Gay, Bisexual, & Transgender Community Center, The Harvey Milk High School, the Trinity Place Shelter, NYQueer, and to see a performance of The Laramie Project at the Brooklyn Academy of Music.
The Department of Educational Studies is thrilled to be hosting the New York State Foundations of Education Association (NYSFEA) and would like to personally invite you to participate in our annual conference, “Teachers and Teacher Educators Talking Back: Reclaiming the Public in Public Education,” to be held at Colgate University in Hamilton, NY. The conference begins Friday evening, February 28 and will continue thru Saturday, March 1, 2014. K-12 teachers will be our guests for a lively Friday dinner at The Good Nature Brewery on Broad St. in Hamilton, and Saturday lunch at the conference on campus at Colgate. All information can be found at the conference website:http://nysfeaconference2014.tumblr.com/
Please direct any questions to Mark Stern (mstern@colgate.edu) or Barbara Regenspan (bregenspan@colgate.edu).
Please RSVP at our Doodle Poll: http://doodle.com/sresm95p6u6ixebf
Wayne Yang will speak at Colgate on March 25, 2014.
Please join us on Tuesday, March 25 at 7pm in Love Auditorium for a talk by Dr. K. Wayne Yang entitled: “A Ghost in the University Machine: A Methodology of Organizing.”
Within the colonizing university also exists a decolonizing education. That is, occupying the same space and time are the colonizer’s territories and institutions and colonized time, but also Indigenous land and life before and beyond occupation. In this respect, paraphrasing the words of Linda Tuhiwai Smith, the present of school is permeable to the time now (colonization), the time before that (pre-colonial), and the time beyond of all of that (postcolonial).
To assemble a decolonizing machinery out of the university requires a special mode of organizing, a peculiar type of agency, or more precisely, a peculiar agent of organizing. The scyborg, this agent of change, is the ghost in the machine, rewiring machinery to decolonial intentions. This talk will explore the university’s settler colonial role, as produced not only upon land but from land, and its desires for colonizer (and paradoxically Indigenous) futures. This talk will also conjure the methodologies of the scyborg, this queer gear, the lopsided bot, that makes the machine work (for freedom sometimes) by helping the machine (of unfreedom) break down.
K. Wayne Yang is an assistant professor in Ethnic Studies at the University of California, San Diego. His work transgresses the line between scholarship and community, as evidenced by his involvement in urban education and community organizing. He was a public school teacher in Oakland, California, for over 15 years, and also served in the Office of School Reform within the Superintendent’s cabinet. He co-founded the Avenues Project, a youth development non-profit organization, as well as East Oakland Community High School, which were inspired by the Survival Programs of the Black Panther Party. Currently, he is collaborating with Roses In Concrete to create a K-12 school center in Oakland.
His research interests include: ghetto colonialism, decolonization, popular culture and social movements. With his frequent collaborator, Eve Tuck, he wrote, “Decolonization is not a metaphor” (2012) which is one of their most widely read articles. Youth Resistance Research and Theories of Change (2014), is their most recent collaboration – an edited book examining a range of topics from foundational theories of resistance to contemporary studies of the DREAMer movement, the bodily resistance of LGBTQ street youth, urban Native youth resistance, the decolonial struggles of Palestinian diasporic youth, and STEM institutions for collective Black resistance.
Currently, he is writing a book on community organizing, and revising a draft of “A third university is possible,” an essay about scyborgs and decolonizing machines.
Prof. Chavez’s talk was based on his newest book, The Latino Threat: Constructing Immigrants, Citizens, and the Nation (2008: Standford Univ. Press), which argues that the ways in which immigration is talked about has implications for public policy and the public imaginary.
Colgate Faculty with Professor Chavez
The following educational studies classes have utilized blogging platforms in their curricula as a means of generating discussion and spreading the ideas learned in the course:
Educational studies professor Mark Stern was recently the subject of a faculty spotlight in Out and About, the newsletter for Colgate’s LGBTQ community and alumni.
In the Q&A spotlight, Stern discusses his new course EDUC 241: Queering Education, which is cross-listed as a part of Colgate’s LGBTQ Studies Program, and its associated minor. Stern explains a bit about what the course entails, how he decided to propose and offer the new course, and how he incorporates LGTBQ awareness and themes into other courses he teaches.
For the full interview, see the spring 2013 issue of Out and About.
Professor Anna Rios was recently the subject of a Q&A feature in the Women’s Studies Program’s newsletter. In the interview, Rios discusses subjects ranging from why she self-identifies as a feminist and how that resonates in her classroom, to the nature of her research, to upcoming courses she will be teaching.
For the full interview, see the fall 2012 women’s studies newsletter.
In an attempt to look beyond well-established racial identity models, Kelsey John ’13 is sitting down with a small number of her fellow biracial/multiracial Colgate undergraduates, listen to their identity stories, and note how their narratives defy categorization. With a biracial identity, and experiences of her own on her mind, John will be attempting to bring a professional eye to what is a very personal subject.
John piloted her project while traveling with Professor John Palmer and Colgate’s South Korea Study Group in fall 2011. What she has found so far is that rarely do students’ identity experiences fit into well-defined racial identity models.
To learn more about John’s work, read the full story here.
